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In this chapter, the authors explore the re-emergence of peace-making in a Tlingit community, its renaissance, and its value as a contemporary method of dispute resolution in rural Alaska. The circle peacemaking process (herein “circle peace-making”) works in collaboration with the State of Alaska judicial system, as a local restorative practice addressing misdemeanors and juvenile offenses. Local law enforcement and families within communities can refer misdemeanor and young offenders to circle peace-making. Local schools can also refer students who are in need of guidance and direction to address misbehaviors.

This chapter examines the importance of understanding of moral reasoning processes in individuals involved in mediation. It discusses Lawrence Kohlberg's model of moral reasoning and applies it to a case study of a workplace dispute. The chapter also discusses the care ethic versus justice ethic debate put forth by feminist psychologists challenging mainstream theories of moral reasoning. The chapter concludes by examining the impact of moral reasoning processes on mediation and how it might lead to re-imagining the skill set needed mediate conflict effectively (i.e., skills that involve emotional intelligence).

Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.